structured teaching

Structured TeachingPlanning for Success

Kristen IngramChesapeake Public Schools

What is structured teaching?

Developed by TEACCH Framework of learning supports Describes the conditions under

which a person should be taught rather than what they should be taught

Designed to increase overall independent functioning

Components of structured teaching

Structured Teaching

PhysicalStructure

VisualSchedules

WorkSystems

We know children with autism have difficulties with…

Language Comprehension Expressive Language Social Relations Sensory Processing Change in routines Organization And attending to relevant stimuli

Structured teaching helps by…

Creating predictable order in the environment

Developing appropriate activities

And communicating expectations

Under these conditions, children can focus on relevant information

And most importantly…

Structured teaching helps children learn how to learn!

COMPONENT 1:Physical Structure

Refers to the arrangement of our physical environment, including: Location Design/Layout Minimize distractions Organization of materials

Physical structure provides environmental organization for children with autism

Three important questions

What is to occur in this area? Where does it begin and end? How should I get here? (The most

direct route)

Discuss these two writing

centers.

Strengths?

Concerns?

COMPONENT 2:Visual Schedules

Visuals help address a child’s difficulty with sequential memory and organization of time

Assist children with language delays to understand what is expected of them

Lessen fear of the unknown Allow children to become more

independent in transitioning throughout their day

Auditory vs. Visual Information

Many children with autism understand what they see better than what they hear

AUDITORY INFORMATION IS FLEETING What do you hear yourself saying over

and over again? What do your verbal children ask you

over and over again?

Keep in mind…

Schedules must always be presented from top to bottom or left to right and should include a way to indicate “finished” or “all done”.

They should be used consistently, think of them as a prosthetic device

Consistency = Independence

Types of Visuals

Sentences

Phrases

Words

Line Drawings with Words

Line Drawings

Photographs

Actual Objects

Object Schedule

Photograph Schedule

Line Drawing Schedule

More Schedules

Color Coding

A check in system

1. A “check schedule” card is kept right next to the schedule. When it is time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to the place where it belongs, thus bringing him to his schedule.

2. Once the student is at their schedule they can be cued or physically assisted to take the next card on the schedule.

3. The picture in their hand tells them where they are going. A “receiver envelope” is kept at the site where the activity will occur. The student puts the picture in the envelope and then he is right there where the activity takes place—transition complete!

Communication Boards

Choice Board

Make it portable

Visuals for Break

Identifying the need for a break and getting a break appropriately are important skills.

Choosing an appropriate break and one that will enable them to return to an activity is equally important.

First-Then Cards

Simple contracts students are able to visually refer back to when needed

Establishes motivation for less preferred tasks and activities

More examples of first-then

COMPONENT 3:Work Systems

Work systems are a way of presenting materials in order for students to learn to work independently

Again…teaching children how to learn

Work systems can reflect any type of task or activity (academic, daily living skills, recreation, or leisure)

4 Important Questions

What is the work to be done? What is the nature of the task?

How much work is to be done? When am I finished? What do I do next?

References for Pictures Boardmaker computer program from Mayer

Johnson (www.mayer-johnson.com) images.google.com Writing With Symbols computer program PixWriter computer program digital camera photos magazine and catalog pictures labels from food products, toy boxes, etc.

Velcro sources: www. feinersupply.com www.fastenation.com (Dual Lock clear Velcro) www.textol.com www.hookandloop.com

Web sites

www.dotolearn.com This site has many ready-made visuals which are easy

to print and use. www.usevisualstrategies.com

This site has pictures to download and lots of resources. www.mayerjohnson.com

Check out this site to find out more about Boardmaker and other resources.

www.tinsnips.org This site has some simple picture recipes.

www.teacch.com This site has tons of information on autism and related

issues, including structured work tasks. www.playsteps.com

This site illustrates and sells visually structured play tasks.

Books

Visual Strategies for Improving Communication by Linda Hodgdon

Solving Behavior Problems in Autism by Linda Hodgdon Both of these books are available from Quirk

Roberts Publishing (P.O. Box 71 Troy, Michigan 48099-0071) or at www.usevisualstrategies.com.

Teaching Children with Autism: Strategies to Enhance Communication and Socialization by Kathleen Quill, New York: Delmar Publishers Inc., 1995.